Abstract:

Abstract enThe purpose of this study is to identify the opinions of freshmen at an ELT department on using the portfolio process as an assessment tool in an advanced reading-writing course. The data were collected through the reflective essays reflecting students’ opinions on the portfolio-keeping process, their progress and their feedback. The data analysis was done through content analysis by coding the students’ opinions under specific themes. Unstructured interviewing technique was also used in the study. The findings indicate that the students had positive thoughts about the assessment of their assignments over their portfolio despite the workload in the integrated reading and writing course. The students believe that the portfolio process eliminates the negative influence resulting from exam anxiety. Considering their effort and the time spent, the students find it fair to be assessed over their portfolio. The students’ opinions also indicate that the portfolio process leads to a positive change in students’ attitude towards the writing skill with respect to the motivation it brings about, and as a result, indicate that the portfolio process can be used as an effective assessment tool within a reading-writing course.

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